The Teachers College Reading and Writing Project at Columbia University tracks student achievement and student growth in a variety of ways, including using running records to measure growth in reading levels, using performance assessments to measure students’ growth in higher-order text-based thinking, and using normed on-demand argument, information, and narrative writing to measure growth in writing. We also collect state testing data, and it is this testing data that is examined in this report.
The Reading and Writing Project works with thousands of classrooms and schools around the nation and around the world. In this report, we particularly examine results in schools in New York City, including a subset of Core TCRWP schools. Core TCRWP schools include schools with whom we have worked for at least three years, who have low turnover of teachers and students, and who demonstrate a deep commitment to professional development through TCRWP institutes and workshops. This group includes schools across demographics, including schools with high percentages of Students with Disabilities and English Language Learners.
This report looks at testing data from 2017 to 2019 in TCRWP NYC schools in a variety of ways, tracing growth over time, investigating the performance of Students with Disabilities and English Language Learners, and comparing TCRWP schools with state and city averages.
Students in all TCRWP schools outperform students in non-TCRWP schools overall across the city and the state by nearly 7 percentage points. Students in Core TCRWP schools overall outperform peers in city averages by over 28 percentage points. The benefits for schools of TCRWP staff development include:
- Improved ELA performance for the student population at large
- Improved performance across all groups of learners, including ELL/ESL students and Students with Disabilities
- Increased ELA proficiency for each year spent in a TCRWP school
- Higher scores overall at all grade levels (3-8) compared to NYC & NYS